Sentences with phrase «required state assessment»

Alternate assessment means a State alternate assessment recommended by the committee on special education, for use by students with disabilities as defined in section 100.1 (t)(2)(iv) of this Part in lieu of a required State assessment.

alternative assessments shall be at least as rigorous as the corresponding required State assessment;

a score of level 4 on required State assessments in English language arts, mathematics and science or a score of level 4 on a State alternate assessment;

ESSA requires states to annually measure the achievement of not less than 95 percent of the students in the state on the required state assessments and to explain how they will factor the 95 percent participation requirement — both for students overall and for each student group — into their accountability system.

Not exact matches

State law requires that assessors do regular assessments for properties in Dakota County to account for changing market conditions and other factors.

Although not without its idealist elements, the analytic starting point of this form of internationalism was a realist assessment of the mid-twentieth-century situation: Totalitarianism was a mortal peril to free societies and resisting its aggressive encroachments required the United States to take the lead in defense of the West, since Europe had unmanned itself in the two mid-century world wars.

Local control of education — like giving states the ability to decide on their own standards and assessments — requires local responsibility.

Additional Accountability Requirements: The state requires LEAs to annually complete the online Wellness Policy Builder assessment tool to document their consideration of the state's School Wellness Policy Guidelines (2010) as required by Senate Bill 154.

But the state's current education commissioner, Mary Ellen Elia, would be required to come up with alternative assessments to be used to measure teacher performance.

Congressman Brian Higgins recently won unanimous support in Congress for a measure requiring the Department of Homeland Security to conduct a terrorism threat assessment on the transportation of chemical, biological, nuclear and radiological materials in the United States.

The new bill would eliminate this and require the State Education Department to establish an alternative assessment system.

It includes creating an election support center to provide technical expertise to county boards of elections, giving boards access to threat mitigation services and hardware, providing vulnerability assessment to make sure voting machines are protected, and requiring counties to report data breaches to the state.

Districts would be required to use state - administered standardized assessments as a component in the ratings, but they would also have the option to use an additional test that would also be designed by the state.

The delegates approved two resolutions: one calling for the proper use of assessments to further education, and the other calling for the state Board of Regents to hold public hearings on the implementation of the required changes to the teacher evaluation system.

But the state's current education commissioner, MaryEllen Elia, would be required to come up with alternative assessments to be used to measure teacher performance.

As for the state Legislature, Mr. Flanagan is proposing several bills for approval, including requiring state Department of Education commissioner John King to review APPR plans and eliminate unnecessary student assessments.

Education Commissioner John B. King Jr., in a letter Monday to district superintendents statewide, said the state «neither requires nor encourages districts to make promotion or placement decisions using student performance on state assessments in grades 3 - 8.»

In 2014, Kopel crafted legislation, later adopted by the state, requiring business owners who contest their property tax assessments to place up to 10 percent of the assessed value of their properties in an escrow account.

ALBANY — A Queens state senator suggests the city be required to cap hikes in property tax and assessments to 2 % a year if it wants the state to continue to pick up its share of Medicaid cost increases.

State law requires that the city to base property assessments on sales of comparable properties and caps increases on assessments at 6 percent.

Sen. Tony Avella, a Queens Democrat and IDC member, suggests NYC be required to cap hikes in property tax and assessments to 2 percent a year if it wants the state to continue to pick up its share of Medicaid cost increases.

«Since each of these corrections requires time for development and implementation, we strongly urge you to support legislation to create a three - year moratorium on the use of state assessments for high - stakes consequences for students and teachers,» the unions wrote in the letter.

Prohibits school districts or BOCES from including students» score on state administered ELA or math assessments in grades 3 through 8 from inclusion on a student's official transcript or permanent record and requires that a notice be sent to parents / guardians informing them of such

Elia and her aides noted that federal law requires state tests to be administered to students annually, regardless of whether assessments are also used in rating job performance of school employees.

Prohibits school districts from promoting or placing a student based solely or primarily on a student's performance on state - administered ELA and math assessments in grades 3 through 8; and requires school districts to notify parents / guardians of the district's grade promotion and placement policy along with an explanation of how such policy was developed

Sen. Phil Boyle has introduced a bill that would require every school district New York to perform a threat assessment on their buildings, paid for by the state.

Since 2010, the state's highest court, the Court of Appeals, has twice upheld the «county guaranty,» a state law requiring Nassau to indemnify the towns, schools and special districts for its erroneous assessments.

Annual assessments will still be required, and the state will establish «long - term goals» to measure student progress in an effort to bring up low - performing schools.

Formal risk assessments are required in Europe since the 1989 Framework Directive for Health and Safety at Work, and are now implemented in all the member states.

The current bill also revises earlier provisions that critics worried would have made it tougher for EPA to regulate products (or «articles») that contain a known toxic chemical, as well as murky language that might have inadvertently required EPA to keep considering costs in chemical assessments and blocked certain state air and water pollution laws.

States are required to put assessment systems in place for Title I — which provides academic help for students from low - income households — for the 2000 - 01 school year.

And when trying to implement large - scale initiatives like the Common Core State Standards that require rethinking professional learning, curriculum and instructional materials, family engagement activities, assessment and other aspects of the education system, collaboration is particularly important.

Additionally, the Center for American Progress found that 52 percent of the assessments taken by students in a county in Florida were mandated by the district, while less than half were state required.

To solve this problem, the state now requires high school students to take three years of math and science, and teachers will pilot end - of - year course assessments to gauge student performance and how well the courses stack up.

Ten years later, the state required students to pass English and math assessments to graduate.

It is a rigorous process that requires 22 states to work together every day to drive towards consensus about a range of policies and assessment practices that support a positive and strong learning environment for every student.

Assessments that require higher - order thinking skills will likely to be better at differentiating teachers, but even the current low - level tests that states are using are valuable in identifying effective teachers.

For some context, when No Child Left Behind required every state to adopt standards, create assessments aligned to those assessments, and build an accountability and reporting system, it gave states 44 months to do all of those things (from January 2002 to September 2005).

The new law also requires states to use, as part of their rating systems, an indicator of academic achievement «as measured by proficiency on the annual assessments.»

NCLB has a fairly simple structure: states were required to develop learning standards along with consistent assessments of student accomplishment of these standards; schools were required to be on a glide path to get all of their students up to a state - defined proficiency level by 2013; and the federal government established a series of corrective actions — including provision of supplemental services, broad student choice, and reconstitution — that were required of individual schools after continual deviation from this glide path.

The Common Core requires new assessments to measure student performance, with two primary options, each backed by a consortium of states: PARCC (Partnership for Assessment of Readiness for College and Careers) and the Smarter Balanced Assessment.

In short, the Department has placed conditions on IN's flexibility request and is requiring the state to submit a plan for how it will implement high - quality standards and assessments in the next school year.

One way in which NCATE attempts to demonstrate its effectiveness is by citing the fact that the three states that required NCATE accreditation for all schools of education during the 1980s — Arkansas, North Carolina, and West Virginia — experienced greater than average increases in student achievement on the NAEP assessments during the 1990s.

We supplemented the state tests with an assessment requiring students to read a passage and then write short - answer responses to questions about the passage.

Mayes and de Freitas (2004) state that the use of technology can be used to achieve better learning outcomes, more effective assessments or a more cost effective way of bringing learning environments to students; and that reforming practice requires transformation of the understanding of the principles.

Once educators and local (and state) officials see how poorly their kids do on tougher assessments and what the standards really require, they will start looking for better curricular materials and training.

We're now moving into Alice - In - Wonderland territory: States in which the majority of schools and students were failing under No Child Left Behind are required to adopt even more rigorous standards and assessments under the Common Core.

Require states to back - map achievement standards down to at least third grade, so that passing the state assessment in each grade indicates that a student is on track to graduate from twelfth grade ready for college or a career.

This concern is particularly acute because assessments associated with CCSS are generally more rigorous than state tests administered under NCLB, requiring high - level critical thinking.

Given that many states have been slow to implement the statewide assessment and accountability systems required by NCLB, one might even argue that in some instances federal spending growth has overshot the target.